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A multifaceted assessment process allows the development of each student to be observed and improved as she moves through the curriculum. A corresfionding evaluation process allows the content of curricula to be ualtdated against external, real-world standards.

Perhaps you have had the experience of talking to faculty about the ups and downs of their students' achievement, and hearing them describe what they consider good work. Almost inevitably, such conversation will include phrases like "She got it all together," "He used material from prior courses to frame his research," "She applied what she learned earlier this term to analyze a new problem or situation," "His portfolio showed he could reflect on his evolution as a learner over time," or "She has a real sense of herself as a liberally educated person who serves and leads." Our experience tells us that faculty from quite different fields often use very similar language to describe this "getting it all together and using it" and have long debated factors in their teaching or curricula that can make more of "it" happen for more students.We examine the concept of integrative and applied learning from various perspectives, emphasize transfer of that learning to unfamiliar and unimagined settings, and describe crucial metacognitive strategies, including learned abilities used as frameworks for performance, reflection, and self-assessment that foster learning that lasts. We follow with examples of Alverno approaches for assessing these complex capacities across a curriculum. 93

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